What Makes a Location Unique?
Background on the MISIC project that produced this model lesson: This model lesson was developed
as part of a collaboration between MISIC, the Library of Congress, Teaching with Primary Sources
program at Illinois State University, and the Geographical Alliance of Iowa at UNI to provide model
lessons for Geography and the CCSS Literacy Standards. The lessons are part of a unit taught by a
secondary teacher from a MISIC member district. The learning activities and assessments were designed
after reflection about the learning targets (standards), student development (whole child concepts), how
students retain and retrieve learning, and common misunderstandings of the content in the lessons. The
lessons model the two pillars of the Iowa Core literacy standards: standard 1 dealing with evidence and
standard 10 dealing with text complexity and varied text sources. While the lessons may contribute to
standards not listed the intent of this model lesson was to select/align targets that were directly impacted by
the learning activities and assessments.
Invitation to look at the lesson: What makes a location unique? Students will explore various visual
images of Egypt and Nepal as they compare and contrast the two countries by using the five themes of
geography. Assessments are done by using a web cluster and a compare and contrast graphic organizer.
Bob Gilbertson
Miller Middle School
bgilbertson@marshalltown.k12.ia.us
November 30, 2012
Central Intelligence Agency (photo courtesty of NASA) https://www.cia.gov/library/publications/the-worldfactbook/photo_gallery/eg/photo_gallery_B1_eg_1.html. 23 Nov 2012
Summary of this lesson: The concept behind this lesson is to explore two countries, Egypt and Nepal, that
both lay on the latitude 30 degrees north. Students will be exposed to numerous maps, photos, and satellite
images from both countries as they compare and contrast the two countries around the common themes of
location, place, region, movement, and human environment interactions. As students view their image,
they will work with a partner and small group to complete a web cluster. The class as a whole will
complete a web cluster for each country by using post-it notes and a large web cluster. The final
assessment is a compare and contrast graphic organizer that will demonstrate how Nepal and Egypt are
both alike and different.
Overview
Objectives
Recommended time
frame
Grade level(s)
Curriculum fit
Students will:
• Analyze images from their country.
• Complete five themes of geography web cluster about their image.
• Review the information that classmates have written about a different image.
• Work collaboratively as a class to complete the large group web cluster.
• Complete a compare and contrast graphic organizer about Nepal and Egypt.
This lesson should last 3 days.
Middle School Social Studies (7th and 8th grade)
This lesson could fit many places in the curriculum. It could be an activity that is done while reviewing the
five themes of geography at the beginning of the year. It could be an activity that is done before studying
the continents of Asia and Africa or after studying them.
Materials
Computer
Internet access
Projector
Handouts from handout section
Notebooks
Pencils
Textbook
Butcher Paper
Tape
Post-it notes
Markers
Iowa Learning Standards
Iowa Core Literacy Standards
Reading: Integration of knowledge and ideas
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with
other information in print and digital texts. (RH.6-8.7.)
Speaking and Listening: Comprehension and Collaboration.
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on
others’ ideas and expressing their own clearly.
agt. Come to discussions prepared, having read or researched material under study;
explicitly draw on that preparation by referring to evidence on the topic, text, or issue to
probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, track progress toward specific goals and
deadlines, and define individual roles as needed.
c. Pose questions that elicit elaboration and respond to others’ questions and comments
with relevant observations and ideas that bring the discussion back on topic as needed.
d. Acknowledge new information expressed by others and, when warranted, modify their
own views.
(SL.7.1)
Writing: Research to build and present knowledge
Gather relevant information from multiple print and digital sources, using search
terms effectively; assess the credibility and accuracy of each source; and quote or
paraphrase the data and conclusions of others while avoiding plagiarism and following
a standard format for citation. (WHST.6-8.8.)
MISIC Geography Standard
SS.06-08.03.01 Demonstrate knowledge of the five themes of geography as an organizational
framework: location, place, human interaction with the environment, movement and region.
MISIC Iowa Core 21st Century Standard
ES.06-08.01.01 Work appropriately and productively with others.
Geographical Habits of Mind
INTERCONNECTIONS: How our world is connected. Today more than ever, every place in our
world is connected to every other place. To understand the far-reaching implications of decisions,
one must understand how human and natural systems connect places to each other.
National Geographic Themes:
Location
Place
Movement
Region
Human-Environment Interaction
Learning
Students come to each teacher differently. Some are advanced while others are behind their average peer.
Some students even come to us as an average student in the seventh grade. Each student has their own,
unique learning style and it is one of the teachers job to know each child, how they learn best, and help
them foster that strength while learning new material.
Students in all grade levels need some type of hook that motivates them to want to learn more about the
lesson. This lesson starts with the state of Florida because it is in the United States and most if not all
students have some prior knowledge about the state, from either a personal account or some other form of
multimedia. By starting with an element within their own country, students will be more invested in the
instruction. This will hold their attention until I can get them excited with the images that will follow.
Everyone learns by taking information in their sensory memory. Whatever information is deemed
important is transferred to their short term memory. The learning that is worked with is then added to long
term memory. In order to facilitate this learning, this lesson employs visual aids, graphic organizers, and
discussions. The visual images are impressive maps, photos, and satellite images that will allow students to
hold the image and information in the brain and transfer it to long-term memory.
Throughout the lesson, items are intended to be chunked into workable amounts. Students are only able to
operate with 7 memory spaces, plus or minus 2. Therefore, information is intended to be limited to chunks
of 6-8. Students will be working with graphic organizers that will make them chunk their information into
workable segments. Students are also designed to work on items for short amount of time, knowing that
they need to have time to discuss and reflect upon their learning. Analysis of maps and photos will be done
in partnerships and small groups. This will ensure that students are working with the information for a short
time and then having collaborative discussions with their small group.
Student Development
While planning this lesson, I strongly considered how middle school students develop and planned my
activities with this in mind. Students at this age need to experience success because they have a strong fear
of failure. They also enjoy working with other people due to their high need to be social. By having
students work with a partner and in a small group as much as possible, they are able to write their ideas
down individually before sharing with other people. This will enable them to try and answer the question
with a limited amount of people before speaking in front of the class. Many students are fearful of being
wrong in front of the class and this smaller, more intimate setting, will help students feel more comfortable.
They also will meet their social needs by working in a small group.
Students at this age also like to change activities often. This lesson was designed so that students are
working on many different tasks within the same activity. The manner in which the instruction is presented
helps the students see that they will be doing these different activities and they can prepare for them,
knowing that the activity that they are working on will not last a long time. This is helpful with students at
this age because they are not able to focus on one set activity for a prolonged period of time.
Procedures and Formative Assessments
Day One (50 minutes):
• Start the lesson by starting with something relevant to their life. Since some students have been to
Florida and many have seen images or video of it, either in school or in media, Ask students the
question, “who has been to Florida?” Have those students share their favorite thing about being there?
Next, ask students if they have ever seen pictures or a video about Florida. Have students share their
memories of Florida from these images. Have students open their textbook to the atlas section and find
a map of the United States. Ask students to quietly brainstorm characteristics of Florida in their
notebook by answering the following question, “What makes Florida, Florida?” After a few minutes,
students should share their response with a partner. After students have had an opportunity to share,
generate a list on the board by having partners share with the class. Next, label the characteristics
according to the five themes of geography. If the latitude and longitude has not been given yet, ask
them to identify the absolute location of Florida by using the political map of the United States in their
textbook. Stress that 30 degrees North runs through the northern part of Florida. Ask the students the
following question, “Why is the absolute location of Florida important?” Have a guided discussion
with students about many of the impacts of Florida’s locations. Make sure to include the following:
coastline, elevation, terrain, and bodies of water. (10-15 minutes)
•
•
•
•
•
Explain to students that we will be comparing two countries that share the same latitude of 30 degrees
north. One country is in the continent of Africa and the other country is in Asia. Display the image.
Ask students to identify some other countries that are on 30 degrees north. They should write their list
in their notebooks. List some of the countries on the board, making sure that they include Egypt and
Nepal. Tell students that one country has the mouth of the longest river in the world and the other is
home to tallest mountain in the world. Allow students to guess until they identify Egypt and Nepal. (510 minutes)
Number students from 1-4. Have this done ahead of time so that your high students are even numbers
and any IEP or ELL students are odd numbers. Group students so that 1’s and 2’s are Egypt and 3’s
and 4’s are Nepal. Have students find a partner that is a different number than they are, so a 1 is
matched with a 2 and a 3 is matched with a 4. This will help make the partnerships more equitable. (23 minutes)
Pass out the web cluster handouts to the appropriate group so that each partnership has one paper.
Have students write their name on their paper and in the image blank write “Earth at Night”. Project
the “Earth at Night” image on your projector and zoom in on the region so that both Egypt and Nepal
are visible. Ask students what this image represents? Ask them what information does “Earth at
Night” provide for us? Have partners work together for 3-5 minutes to write responses on their paper.
I will model my thinking process as I complete my web cluster. After each section, ask partners to
raise their hand if they had a similar answer. Have students fill in their web cluster while I fill mine in
on the overhead. I will achieve to guide students to the following conclusions for their web cluster:
o Egypt Location: Egypt is near the Mediterranean Sea and the Red Sea. The Nile River is
visible from the lights
o Egypt Place: There are empty spaces on either side of the river. Prior knowledge may suggest
desert regions.
o Egypt Region: Appears to have a river region and a desert region on other side, as well as a
coastal region
o Egypt Movement: Nile River could be used to transport goods and people
o Egypt HEI: There are large empty spaces. People appear to be living near water sources.
o Nepal Location: North of India and South of China.
o Nepal Place: Landlocked. Appears to have little population as seen from the lights. Very few
cities. Himalaya Mountains are visible in the image.
o Nepal Region: Himalaya Region is visible
o Nepal Movement: Discuss the consequences of having the Himalayas, such as being isolated
from people on other side. It is difficult to move goods, people and ideas.
o Nepal HEI: The mountains impact where the people live. Very few lights in this country due
to mountains. People may live in smaller villages.
Explain to students that they will be doing this with their partner. (10-15 minutes)
Pass out web clusters to each partnership and an appropriate image. Have students examine their image
and complete their web cluster. Remind students to follow the model that we just completed. Write
the following questions on their board to help them examine their image. Keep these questions posted
throughout the course of the lesson.
o Where is this place located and how do I know that?
o What are the characteristics of this place?
o What have people created in this place?
o What region does this image represent?
o How can you move goods, people and ideas here?
o What obstacles are there to overcome in order to move these forces?
o How are people influencing the environment?
o How is the environment influencing people?
Once the partners have completed their image (10 minutes), have them find another partnership.
Each partner will examine the image and web cluster that the other partnership just completed.
Students should place a check mark by concepts that they agree with and a question mark by concepts
with which they disagree. If they would like to add a concept to the cluster, it should be marked with
an asterisk. Once this is completed, students have their original image. The partners should then
review the comments by their peers. Collect the materials from the students before they leave class. As
they leave, have students give you a ticket out the door by telling you one example of the five themes
of geography from their image. (10 minutes)
Day Two (50 minutes):
• Begin the lesson by passing out the images and web clusters. Have students review their information
and prepare to report their findings to the class. Create the same web cluster on a piece of butcher
paper before class, one for Nepal and one for Egypt, and post them on opposite sides of the room. Pass
out post-it notes for each partnership, asking them how many they will need. Instruct students to write
one piece of information on each note and post it in the correct theme on the butcher paper. When
students are done, they should leave their image and web cluster on a table near the butcher paper web
cluster. (8-12 minutes)
• Have each group go to the butcher paper web cluster for their country and organize the information into
categories. Have students put a check mark on the post it that they agree with and a question mark on
one that they are unsure about. (8-12 minutes)
• Have each group move to the opposite butcher paper web cluster. Students should view the
information that is written on the web cluster. When they are done reading the information, instruct
each partnership to find an image and web cluster that they want to review. Remind students to refer
back to the questions that were posted on the board yesterday. Students should review each cluster as
they did before. Students should place a check mark by concepts that they agree with and a question
mark by concepts with which they disagree. If they would like to add a concept to the cluster, it should
be marked with an asterisk. Once they are done, they should find another partnership and review that
image and web cluster. Again, students will place a check mark by concepts that they agree with and a
question mark by concepts with which they disagree. If they would like to add a concept to the cluster,
it should be marked with an asterisk. Once they are done, students should review the butcher paper
web cluster again to verify that they agree with the information on that paper (15 -20 minutes).
• Student groups should return to their original butcher paper web cluster and review the comments from
the other groups. They should consider the comments and make appropriate changes to their group
web cluster. (5-8 minutes)
• Write the words “similar” and “different” on the board. Explain to the students that they need to divide
their notebook paper in half length-wise and label one side similar and one side different. Tell students
that the remainder of class, they need to walk around the room and identify concepts that are similar
between the two countries and concepts that are different between the two countries. They need to
write this information in the appropriate column. Tell them that they will be using this information to
start class tomorrow. As a ticket out the door, they need to tell you one similarity or one difference.
Day Three (50 minutes):
• Have students get their notebook out and open it to their similar and difference notes they took at the
end of the day. Tell students to sit by their partner and share what they wrote on their paper.
• In the front of the room, write the word “similar” on one piece of butcher paper and “different” on
another piece of paper. Have students share a similarity or a difference that they identified yesterday.
Write the responses on the butcher paper. Ask the students if they have all five themes of geography
identified in their list. If not, guide them into completing at least one for each theme. This will be a list
that students will use to complete their compare and contrast graphic organizer that can be found in the
handout section. (10 minutes)
• Pass out the graphic organizer to the students. Have them complete the graphic organizer with their
partner. Students can use the list that is on the board, their list from their notebooks, and any
information on the web clusters that are posted in the room. (15-20 minutes)
• Once students have completed their graphic organizer, have them hand it in. This will be evaluated by
a rubric found in the rubric section.
Evaluation
Students will be culminate this study by filling out the compare and contrast graphic organizer with their
partner. The graphic organizer will be assessed by using the compare and contrast graphic organizer rubric
that can be found in the rubric section below. In order to see that rubric, click the word “rubric” below.
Students will also be informally evaluated by the teacher as they fill out their own web clusters and as they
create the class web clusters. The teacher will question the students by using the questions listed in the
procedure section. The answers that the students give will allow the teacher to adjust instruction as the
lesson continues. The teacher will also circulate around the room as partners are discussing their images.
This will help the teacher understand if the students are using the strategy that was modeled in order to
analyze the images.
Rubric
Extension
As an extension for the lesson, students can turn their graphic organizer into a comparative paper. This
paper will go into more depth about the similarities and differences between the countries of Nepal and
Egypt. In order to do this there are two books that could be used from the AEA267 medianet online
catalog. The first one is “Egypt” by Katie Marisco. This book looks more into the categories of geography,
culture, government, holidays, food, and leisure activities. The other book is “Looking at Aerial Photos” by
Helen Belmot. This book explains how geographers use and interpret aerial photographs. Information from
both of these books will help the student dig deeper into the similarities and differences between these two
countries as they write their paper. A rubric for this paper can be found in the rubric section.
Background Information
Lesson Background:
This lesson fits into my lesson as a way to introduce the continents of Asia and Africa. Students will have
just completed their introduction to geography unit and will have reviewed the five themes of geography.
In this review, the five themes will have been explicitly reviewed and they will have completed a project
showing how the five themes of geography are observable in our community by making a collage or poster
with pictures they have taken. Students will have also reviewed latitude and longitude. This is important
because they need to be able to find thirty degrees north on the map when it is presented to the class. It
may be important to review the five themes of geography and/or latitude and longitude before this lesson if
students have forgotten it or they have not studied it previously during the school year.
Students may not know a lot about Egypt and Nepal, particularly Nepal. That is ok because this is going to
be done before they study the lesson and is meant to introduce them to some of the aspects of geography
that they will be studying. In order to use this lesson to the fullest, I would suggest previewing all the
images that will be used. There are many images out there and these are just a few of the ones that I
selected. Click on the link for each image in the primary sources table below and look at the site where the
image appears. There is some good information that goes along with some of the images. I included some
of that information on a few of the images. It would be possible to add information to the images and
including it in the lesson that you teach. At the very least, the information will be important for the teacher
to read before starting the lesson. The information will help you guide students in their discovery with each
image that they are viewing.
One last thing that I would suggest doing before starting this lesson is reading about the geography of both
countries. I did not include the information in the lesson; however there is some excellent information in
both the CIA World Factbookk site, https://www.cia.gov/library/publications/the-world-factbook/, and the
Federal Research Division of the Library of Congress site, http://lcweb2.loc.gov/frd/cs/list.html. Click on
the name of the country in order to access the many links provided for the country. The links under the
country profile heading proved to be most beneficial as I planned this lesson.
Misconceptions:
Students come to us with many ideas from previous learning and some of these are concepts that have been
learned wrong or misconceptions that they have formed from their learning. This lesson tries to prove
some of these misconceptions wrong.
One misconception that students have is that the latitude of a place corresponds directly to the climate that
the location experiences. In this lesson, both Egypt and Nepal have the latitude of thirty degrees north
running through the northern sections of the country. Egypt is basically a desert region with an area of
arable land near the Nile River and the Nile River Delta. Nepal has different regions. The plains in the
south have arable land and have a relatively warm climate. The hill region transforms into the Himalaya
Mountains. This area has steep land is cool to cold year-round. The images that the students see will help
them disprove the fact that these places should have similar land.
Another misconception is that Egypt is a country that is completely covered in desert. Most of the
information that students see about Egypt shows the Sahara desert or the ruins of Ancient Egypt in the
desert. This does not show the area of land that parallels the Nile River on either side, as well as the delta
near the mouth of the river near the Mediterranean Sea. The nights at light images and the satellite image
showing the green valley and delta will help show students that there is more to Egypt than just desert.
Students also believe that Egypt imports most of their food because most of the land is desert and there is
no/little rain in the desert. As previously stated, showing the satellite images will allow students to see that
there is arable land. The irrigation canal picture will help students understand that they use the water from
the Nile to irrigate the fields. The Aswan Dam satellite image will also be used to show students that
people are impacting the environment by controlling the flooding of the river and having water that can be
used for irrigation.
A common misconception about Nepal is that it is a country that is completely covered by the Himalaya
Mountains. The Himalayas do dominate most of the country but there are also regions of hills and plains.
This can be seen in the satellite images and in many of the photos that the students will view. There are
images of rivers and fields.
Another misconception is that there are no large cities in Nepal. Most of the people do live in rural
villages; however, Kathmandu is a large city in the middle of the country. Kathmandu is visible as the only
light in the satellite image taken at night. There is also an image of the Boudhanath Temple and a satellite
image showing the city of Kathmandu. The text that is with the satellite image explains that it is the capital
and largest city in Nepal, occupying much of the valley in the center of the country.
Primary Resources
Image
Description
This is a political
world map that has
latitude and longitude
lines on it. It is
available as a jpeg
and a raster image.
The link to the right
is for the raster
image.
NASA Composite
Satellite Image of
World Lights at
Night
Citation
Political World Map.
Map. January 2002.
Library of Congress. 23
Nov 2012
http://www.loc.gov/resour
ce/g3200.ct002066/
URL
http://www.loc.gov/r
esource/g3200.ct002
066/
“Earth at Night”. Map.
NASA Earth Observatory.
NASA. 2009.
http://www.soleilglobal.or
g/wpcontent/uploads/2012/07/
Nasa_Earth_Lights_At_N
ight.jpg. 25 Nov 2012.
http://www.soleilglo
bal.org/wpcontent/uploads/201
2/07/Nasa_Earth_Li
ghts_At_Night.jpg
Satellite image
showing the capital
of Kathmandu,
Nepal.
Central Intelligence
Agency (photo courtesty
of NASA)
https://www.cia.gov/librar
y/publications/the-worldfactbook/photo_gallery/np
/photo_gallery_B1_np_1.
html. 23 Nov 2012.
https://www.cia.gov/
library/publications/t
he-worldfactbook/photo_gall
ery/np/photo_gallery
_B1_np_1.html
Image of Egypt at
night showing the
dense population
along the Nile River
and Delta Valley
Central Intelligence
Agency (photo courtesty
of NASA)
https://www.cia.gov/librar
y/publications/the-worldfactbook/photo_gallery/eg
/photo_gallery_B1_eg_1.
html. 23 Nov 2012
https://www.cia.gov/
library/publications/t
he-worldfactbook/photo_gall
ery/eg/photo_gallery
_B1_eg_1.html
Image of South Asia
at Night showing
where people are
living. It would be
best to use this image
online with a screen
so you can zoom in
on Nepal.
Allen, Jesse and Simmon,
Robert. “South Asian
Night Lights”. Map.
NASA Earth Observatory.
NASA. 2012.
http://eoimages.gsfc.nasa.
gov/images/imagerecords/
79000/79682/india_vir_2
012317_lrg.jpg. 25 Nov
2012.
http://eoimages.gsfc.
nasa.gov/images/ima
gerecords/79000/796
82/india_vir_201231
7_lrg.jpg
This image shows the
Nile River Valley
region, bordered by
deserts on either side.
Central Intelligence
Agency (photo courtesty
of NASA)
https://www.cia.gov/librar
y/publications/the-worldfactbook/photo_gallery/eg
/photo_gallery_B1_eg_2.
htm 23 Nov 2012
Schmaltz, Jeff. “Forest
Fires in Nepal.” Map.
NASA Earth Observatory.
NASA. 2009.
http://earthobservatory.na
sa.gov/NaturalHazards/vi
ew.php?id=37518. 25
Nov 2012.
https://www.cia.gov/
library/publications/t
he-worldfactbook/photo_gall
ery/eg/photo_gallery
_B1_eg_2.html
Mt. Everest viewed
from space.
“Everest From Space.”
National Geographic
(photo courtesy of
NASA).
http://ngm.nationalgeogra
phic.com/everest/img/gall
ery/everest-from-space750x500.jpg. 26 Nov
2012.
http://ngm.nationalg
eographic.com/evere
st/img/gallery/everes
t-from-space750x500.jpg
A view from the
south summit of Mt.
Everest.
Kaji, Ang. “View From
the South Summit.”
National Geographic
(photo courtesy of
NASA).
http://ngm.nationalgeogra
phic.com/everest/img/gall
ery/51-view-from-southsummit-750x500.jpg. 26
Nov 2012.
Stubbs, David. “Barley
Fields, Mustang”.
http://images.nationalgeo
graphic.com/wpf/medialive/photos/000/120/cache
/nepal-mustanggirls_12054_600x450.jpg.
26 Nov 2012.
http://ngm.nationalg
eographic.com/evere
st/img/gallery/51view-from-southsummit-750x500.jpg
Wright, Allison.
“Boudhanath Temple,
Kathmandu”.
http://images.nationalgeo
graphic.com/wpf/medialive/photos/000/120/cache
/bodhnathstupa_12045_600x450.jp
g. 26 Nov 2012.
http://images.nationa
lgeographic.com/wp
f/medialive/photos/000/120/
cache/bodhnathstupa_12045_600x4
50.jpg
Satellite image from
NASA showing
forest fires in Nepal.
This is an image of
Nepalese girls in the
barley fields of
Mustang, Nepal.
This is a region North
of the main Himalaya
Mountains and is cutoff from the monsoon
season.
This is an image of
the Boudhanath
Temple, a sacred
stupa in the city of
Kathmandu.
http://earthobservato
ry.nasa.gov/Natural
Hazards/view.php?i
d=37518
http://images.nationa
lgeographic.com/wp
f/medialive/photos/000/120/
cache/nepalmustanggirls_12054_600x45
0.jpg
This is a suspension
bridged in Bandare,
Kathmandu.
A thatched-roof
house in the middle
of a mustard field in
the plains of the Terai
region of Nepal.
Wind polishes
Egypt's Western
Desert sand dunes to
fine alabaster.
An irrigation canal
brings water to the
fields in the Egyptian
Desert.
Lake Nasser, formed
by Aswan Dam,
photographed from
the International
Space Station in
2005.
Photo of Aswan High
Dam taken from the
International Space
Station on March 18,
2001.
Sweeney, Jane.
“Suspension bridge,
Bandare, Kathmandu”.
http://media.lonelyplanet.
com/lpi/25777/2577732/681x454.jpg. 25 Nov
2012.
Polich, Carol. “Thatched
Roof, Terai Mustard
Field, Nepal.”
http://media.lonelyplanet.
com/lpi/15487/1548711/681x454.jpg. 25 Nov
2012.
http://media.lonelypl
anet.com/lpi/25777/
2577732/681x454.jpg
Mobley, George F. “Sand
Dunes in Egypt’s Western
Desert”.
http://photography.nation
algeographic.com/staticfil
es/NGS/Shared/StaticFile
s/Photography/Images/Co
ntent/egypt-sand-dunes300632-ga.jpg. 25 Nov
2012.
Evans, Ruth. “Irrigation
Canal in Egyptian
Desert.” Ruth Evans
Productions.
http://www.bbc.co.uk/wor
ldservice/assets/images/20
09/07/15/090715094734_i
rrigation_egypt446.jpg.
25 Nov 2012
“Lake Nasser”. NASA.
January 2005.
http://www.nasa.gov/imag
es/content/324413main_1
6_946-710.jpg. 25 Nov
2012.
http://photography.n
ationalgeographic.co
m/staticfiles/NGS/S
hared/StaticFiles/Ph
otography/Images/C
ontent/egypt-sanddunes-300632ga.jpg
“Aswan high Dam in 6
Meter Resolution From
the International Space
Station”. 18 March 2001.
http://eoimages.gsfc.nasa.
gov/images/imagerecords/
2000/2416/sts102-303017.jpg. 25 Nov 2012.
http://eoimages.gsfc.
nasa.gov/images/ima
gerecords/2000/2416
/sts102-303-017.jpg
http://media.lonelypl
anet.com/lpi/15487/
1548711/681x454.jpg
http://www.bbc.co.u
k/worldservice/asset
s/images/2009/07/15
/090715094734_irri
gation_egypt446.jpg
http://www.nasa.gov
/images/content/324
413main_16_946710.jpg
The pyramids of Giza
have been there for
over 4,000 years.
Schlenker, Jochen. “The
Pyramids of Giza”.
http://images.nationalgeo
graphic.com/wpf/medialive/photos/000/066/cache
/pyramids-gizaegypt_6699_600x450.jpg.
26 Nov 2012.
http://images.nationa
lgeographic.com/wp
f/medialive/photos/000/066/
cache/pyramidsgizaegypt_6699_600x45
0.jpg
This is view of the
skyline of Cairo,
Egypt. The pyramids
are in the
background.
Oranday, Jesus. “Cairo,
Egypt, Pyramids”. 2010.
http://images.nationalgeo
graphic.com/wpf/medialive/photos/000/292/cache
/ngpc-wp-wk-96_29233_600x450.jpg.
26 Nov 2012.
http://images.nationa
lgeographic.com/wp
f/medialive/photos/000/292/
cache/ngpc-wp-wk96_29233_600x450.j
pg
This image shows the
Nile against the
Elephantine Island.
There is a burial
temple for Aga Khan
on the top of the
mountain.
Willhoit, Debra. “Sailing
Around Elephantine
island”.
http://travel.nationalgeogr
aphic.com/u/H6yMi6fUB
_1JR964xxG8RxsYArlN
Nn1lR5PWutchJjbYmv95
5VNY3IfsmFdd_jhqBwq
P3Jb9mMMR/. 26, Nov
2012.
http://travel.national
geographic.com/u/H
6yMi6fUB_1JR964x
xG8RxsYArlNNn1l
R5PWutchJjbYmv9
55VNY3IfsmFdd_jh
qBwqP3Jb9mMMR/
Rubric
Compare and Contrast Graphic Organizer Rubric
Category
How Alike?
4
3
2
1
All the similarities
that are listed
expertly
demonstrate how
the two countries
are alike.
Most of the
similarities that are
listed demonstrate
how the two
countries are alike.
Some of the
similarities that are
listed demonstrate
how the two
countries are alike.
None of the
similarities that are
listed demonstrate
how the two
countries are alike.
How
Different?
All the differences
that are listed
expertly
demonstrate how
the two countries
are different.
Most of the
similarities that are
listed demonstrate
how the two
countries are alike.
Some of the
similarities that are
listed demonstrate
how the two
countries are alike.
None of the
similarities that are
listed demonstrate
how the two
countries are alike.
Attributes
The attributes
demonstrate a
strong correlation
to the differences
for each country.
The attributes
demonstrate a good
correlation to the
differences for each
country.
The attributes
demonstrate an
average correlation
to the differences
for one or both
countries.
The attributes do
not demonstrate a
correlation to the
differences for
either country.
Significant
Similarities
and
Differences
Demonstrates a
complete
understanding of
the significant
similarities and
differences
Demonstrates an
understanding of
the significant
similarities and
differences
Demonstrates a
partial
understanding of
the significant
similarities and
differences
Does not
demonstrate
understanding of
the significant
similarities and
differences
Conclusions
The conclusion and
interpretations are
strong and shows
that they
completely
understand the
assignment.
The conclusion
and interpretations
are good and shows
that they
understand the
assignment.
The conclusion and
interpretations are
ok and shows some
understanding of
the assignment.
There are no
conclusions or
interpretations.
Grammar
and Spelling
Writer makes no
errors in grammar
or spelling that
distract the reader
from the content.
Writer makes 1-2
errors in grammar
or spelling that
distract the reader
from the content.
Writer makes 3-4
errors in grammar
or spelling that
distract the reader
from the content.
Writer makes more
than 4 errors in
grammar or
spelling that
distract the reader
from the content.
Accuracy of
Information
All supportive facts
are reported
accurately.
Almost all
supportive facts are
reported
accurately.
Most supportive
facts are reported
accurately.
NO facts are
reported OR most
are inaccurately
reported.
Total Score =________/28
Grade
Compare and Contrast Paper Rubric
CATEGORY
Introduction
(Organization)
4
The introduction is inviting,
states the main topic and
previews the structure of the
paper.
3
The introduction states
the main topic and
previews the structure
of the paper, but is not
particularly inviting to
the reader.
2
The introduction states the
main topic, but does not
adequately preview the
paper’s structure, nor is it
particularly inviting to the
reader.
1
There is no clear
introduction of the
main topic or
structure of the
paper.
Sequencing
(Organization)
Details are placed in a logical
order and the way they are
presented effectively keeps
the interest of the reader.
Conclusion
(Organization)
The conclusion is strong and
the reader understands what
the writer is "getting at."
Conventions
(Usage, spelling,
capitalization,
punctuation)
Writer intentionally uses
standard English throughout
the whole essay. No errors are
noticed when reading the
essay.
Language and
Vocabulary
Writer uses academic
vocabulary accurately. The
text explains the relationship
between the topic and the
examples and facts. The
connections between
paragraphs is smooth (good
transition phrases used).
The writer provides thorough
and convincing evidence for
the main idea that includes
effective use of sources, facts,
and details from the research.
Writer gives credit for the
evidence.
Relevant, telling, quality
details give the reader
important information that
goes beyond the obvious or
predictable.
Support for
Topic and Use
of Evidence
(Content)
Score
Details are placed in a
logical order, but the
way in which they are
presented/introduced
sometimes makes the
writing less interesting
or average.
The conclusion is
recognizable and
restates the thesis
statement in the
introduction.
Writer makes a few
errors in conventions,
but they are not
distracting to the
meaning of the content.
Some details are not in a
logical or expected order,
and this distracts the
reader.
Many details are not
in a logical or
expected order.
There is little sense
that the writing is
organized.
The conclusion is
recognizable, but does not
relate to the original
thesis.
There is no clear
conclusion, the
paper just ends.
Writer makes errors in
conventions throughout
the essay that slow the
reader, but they do not
distract from the meaning
of the content.
Writer’s ideas are
adequately supported by
the choice of academic
vocabulary.
Writer’s choice of
academic vocabulary may
at times be out of context.
Little use of the academic
vocabulary.
Writer makes so
many errors in
conventions that the
essay is difficult to
read. In fact
sentences have to be
reread in order to
catch the meaning.
Writer does not use
any academic
vocabulary in the
essay.
Some use of evidence
from sources is
integrated. Student
makes an attempt at
providing references.
Supporting details and
information are
relevant, but one key
issue or portion of the
storyline is
unsupported.
Use of evidence is weakly
integrated in the body. No
credit given to the
evidence. Student has
plagarized.
Supporting details and
information are relevant,
but several key issues or
portions of the storyline
are unsupported.
________ X 2 =
Total Score
Copy Ready Handouts
Insert each handout as a separate page so that it can be printed for student use.
Document Based Question and Documents for Unit Test
(include only if unit is 4-5 day length)
A great source can be found at http://www.edteck.com/dbq/testing/dbq.htm
Use of evidence is
minimal, absent, in
error, or irrelevant
to the thesis
statement in the
introduction. No
citations or credit
given.
Supporting details
and information are
typically unclear or
not related to the
topic.
_________/48
IMAGE #1
The Nile Delta of Egypt, irrigated by the Nile River and its many distributaries, is some of the richest
farm land in the world and home to over half of Egypt's population. The capital city of Cairo lies at
the apex of the delta in the middle of the scene. Across the river from Cairo one can see the three
large pyramids and sphinx at Giza. The Suez Canal is just to the right of the delta; the Mediterranean
Sea is at the top of the view. Click on photo for higher resolution. Image courtesy of NASA
IMAGE #2
The capital and largest city of Nepal, Kathmandu, occupies much of the valley located near the
center of the country. Nepal is home to much of the Himalaya mountain range between Tibet (China)
to the north and India to the south. Geological and fossil evidence indicates that the Kathmandu
Valley was covered by a large lake between approximately 2.8 million and 10,000 years ago. PaleoKathmandu Lake is thought to have drained in phases due to the drying of the regional climate;
continuing mountain building-tectonic uplift and faulting-in the region; and the formation of an
integrated drainage system, as river channels cut through previous rock ridge dams. The green,
vegetated slopes that ring the Kathmandu metro area (light gray, image center) include both forest
reserves and national parks. The metropolitan area is relatively flat compared to the surrounding
mountains. Tribhuvan International Airport, near the eastern margin of the city, is the only
international airport in Nepal. Archeological evidence suggests that the human development of
Kathmandu, together with the nearby "sister cities" of Lalitpur and Bhaktapur, began almost 2,000
years ago. Today, the three cities form the governmental, cultural, and-as a main access point to the
Himalayas for tourism-economic center of the country. Photo courtesy of NASA.
IMAGE #3
One of the fascinating aspects of viewing Earth at night is how well the lights show the distribution
of people. In this view of Egypt, we see a population almost completely concentrated along the Nile
Valley, just a small percentage of the country's land area. The Nile River and its delta look like a
brilliant, long-stemmed flower in this astronaut photograph of the southeastern Mediterranean Sea.
The Cairo metropolitan area forms a particularly bright base of the flower. The smaller cities and
towns within the Nile Delta tend to be hard to see amidst the dense agricultural vegetation during the
day. However, these settled areas and the connecting roads between them become clearly visible at
night. The two major water bodies that define the western and eastern coastlines of the Sinai
Peninsula, the Gulf of Suez and the Gulf of Aqaba, are outlined by lights along their coastlines
(image lower right). Photo courtesy of NASA.
IMAGE #4
IMAGE #5
On March 12, 2009, the Moderate Resolution Imaging Spectroradiometer (MODIS) on
NASA’s Aqua satellite caught a glimpse of a relatively rare event: large–scale forest fires in the
Himalaya Mountains of Nepal. Places where the sensor detected active fires are outlined in red. The
numerous small fires in southern Nepal may not be wildfires, but rather agricultural or other landmanagement fires.
The image is centered on Nepal, and it shows the towering Himalaya Mountains arcing through the
small country. Many national parks and conservation areas are located along the northern border of
the country, and the fires appear to be burning in or very near some of them. Five people were killed
by the forest fire southwest of Annapurna in early March; according to a news report they were
overtaken while in the forest gathering firewood. According to that report, Nepal commonly
experiences some small forest fires each spring, which is the end of the dry season there. However,
conditions during the fall and winter of 2008 and 2009 were unusually dry, and fires set by poachers
to flush game may have gotten out of control.
IMAGE #6
IMAGE #7
IMAGE #8
IMAGE #9
IMAGE #10
IMAGE #11
IMAGE #12
IMAGE #13
IMAGE #14
IMAGE #15
IMAGE #16
IMAGE #17
Record your observations for each image in the appropriate cluster according to the 5 themes of geography. Record
you image # on the blank below.
Image # _______
Place
Location
Region
Nepal
Human Environment
Interactions
Movement
Record your observations for each image in the appropriate cluster according to the 5 themes of geography. Record
you image # on the blank below.
Image # _______
Place
Location
Region
Egypt
Human Environment
Interactions
Movement
Compare and Contrast
Egypt
Nepal
How Alike?
How Different?
Attributes
Significant Similarities and Differences:
Conclusions or Interpretations: